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  1. Divergent Urban-rural Trends in College Attendance: State Policy Bias and Structural Exclusion in China

    Despite the massive expansion of higher education in China since 1998, the cohort trends of urban and rural hukou holders in college attendance have widened sharply. Prevailing explanations emphasize the advantages of urban students over rural students in school quality and household financial resources. We propose the structural exclusion hypothesis that underscores the unintended consequences of a state policy: the urban concentrated expansion of vocational upper secondary education.

  2. Theorizing Teacher Agency and Reform: How Institutionalized Instructional Practices Change and Persist

    One reason reform does not dramatically change public schools is because instructional practices are highly institutionalized. This article advances a theory for how teacher agency can both change and maintain institutionalized instructional practices in schools. Based on findings from one U.S. urban public school undergoing state-mandated reform, I assert that three mechanisms drive a particular form of teacher agency.

  3. The Paradox of Success at a No-Excuses School

    No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income black and Hispanic students. In the past decade, no-excuses schools—whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system—have emerged as one of the most influential urban school-reform models. Yet almost no research has been conducted on the everyday experiences of students and teachers inside these schools.

  4. Ferguson and “Rapid-Response” Teaching

    Christopher Todd Beer on bringing current events into the classroom without relying on the whims of a news cycle.

  5. Immigrant Cities as Reservations for Low Wage Labor

    http://ctx.sagepub.com/content/14/1/26.abstract

  6. Innovative Education? A Test of Specialist Mimicry or Generalist Assimilation in Trends in Charter School Specialization Over Time

    By most media accounts, charter schools are innovative schools. But little empirical work interrogates this idea. We examine the growth and decline of specialist charter school mission statements as one indicator of innovation. In line with theories of resource partitioning, we find that specialist charter school missions—those asserting innovation with regards to populations served, curricula utilized, and/or educational focus—have become increasingly diverse over time.

  7. Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century

    Do schools reduce or perpetuate inequality by race and family income? Most studies conclude that schools play only a small role in explaining socioeconomic and racial disparities in educational outcomes, but they usually draw this conclusion based solely on test scores. We reconsider this finding using longitudinal data on test scores and four-year college attendance among high school students in Massachusetts and Texas. We show that unexplained differences between high schools are larger for college attendance than for test scores.

  8. “Once You Go to a White School, You Kind of Adapt”: Black Adolescents and the Racial Classification of Schools

    Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions—including schools—may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in racial terms. Through Diversify, a busing program, one group of black students attended affluent suburban schools with white-dominated achievement hierarchies (n = 38).

  9. Student Neighborhoods, Schools, and Test Score Growth: Evidence from Milwaukee, Wisconsin

    Schools and neighborhoods are thought to be two of the most important contextual influences on student academic outcomes. Drawing on a unique data set that permits simultaneous estimation of neighborhood and school contributions to student test score gains, we analyze the distributions of these contributions to consider the relative importance of schools and neighborhoods in shaping student achievement outcomes.

  10. Religion as Bridging or Bonding Social Capital: Race, Religion, and Cross-racial Interaction for College Students

    Religion is the most segregated arena of American life, but its effect on collegiate diversity outcomes has been overlooked, despite the significance of both race and religion in many students’ lives. This study examines whether religious observance, religious worldview identification, and participation in a religious student organization are significantly related to cross-racial interaction (CRI), a form of bridging social capital, during college. The current study yielded largely positive relationships between general religiosity and CRI.